Planning, Evaluation and Revision

State Board Adopted 2002-2003

Oregon Department of Education

WRITING

Planning, Evaluation and Revision

CCG: Pre-write, draft, revise, edit, and publish across the subject area.
5th / 6th / 7th
Use a variety of strategies to prepare for writing, such as brainstorming, making lists, mapping, outlining, group related ideas, using graphic organizers, and taking notes.
Discuss ideas for writing with classmates, teachers, and other writers, and develop drafts alone and collaboratively.
Identify audience and purpose.
Choose the form of writing that best suits the intended purpose—personal letter, letter to the editor, review, poem, report, or narrative.
Use the writing process—prewriting, drafting, revising, editing, and publishing successive versions.
Focus on a central idea, excluding loosely related, extraneous, and repetitious information.
Use a scoring guide to review, evaluate, and revise writing for meaning and clarity.
Revise drafts to improve the meaning and focus of writing by adding, deleting, combining, clarifying, and rearranging words and sentences.
Edit and proofread one’s own writing, as well as that of others, using the writing conventions, and, for example, an editing checklist or list of rules with specific examples of corrections of specific errors. / Use a variety of strategies to prepare for writing, such as brainstorming, making lists, mapping, outlining, group related ideas, using graphic organizers, and taking notes.
Discuss ideas for writing with classmates, teachers, and other writers, and develop drafts alone and collaboratively.
Identify audience and purpose.
Choose the form of writing that best suits the intended purpose—personal letter, letter to the editor, review, poem, report, or narrative.
Use the writing process—prewriting, drafting, revising, editing, and publishing successive versions.
Focus on a central idea, excluding loosely related, extraneous, and repetitious information.
Use a scoring guide to review, evaluate, and revise writing for meaning and clarity.
Revise drafts to improve the organization and consistency of ideas within and between paragraphs.
Edit and proofread one’s own writing, as well as that of others, using the writing conventions, and, for example, an editing checklist or list of rules with specific examples of corrections of specific errors. / Use a variety of strategies to prepare for writing, such as brainstorming, making lists, mapping, outlining, grouping related ideas, using graphic organizers, and taking notes.
Discuss ideas for writing with classmates, teachers, and other writers, and develop drafts alone and collaboratively.
Identify audience and purpose.
Choose the form of writing that best suits the intended purpose—personal letter, letter to the editor, review, poem, report, or narrative.
Use the writing process—prewriting, drafting, revising, editing, and publishing successive versions.
Focus on a central idea, excluding loosely related, extraneous, and repetitious information.
Use a scoring guide to review, evaluate, and revise writing for meaning and clarity.
Revise drafts to improve the organization and word choice after checking the logic of the ideas and the precision of the vocabulary.
Edit and proofread one’s own writing, as well as that of others, using the writing conventions, and, for example, an editing checklist or list of rules with specific examples of corrections of specific errors.

WRITING

CCG: Communicate supported ideas across the subject areas, including relevant examples, facts, anecdotes, and details appropriate to audience and purpose that engage reader interest; organize information in clear sequence, making connections and transitions among ideas, sentences, and paragraphs; and use precise words and fluent sentence structures that support meaning.
5th / 6th / 7th
Write for different purposes and to a specific audience or person, adjusting tone and style as appropriate.
Write multi-paragraph compositions that:
Ø Engage readers with an interesting introduction.
Ø Present important ideas or events using organizational structures, such as sequential or chronological order, cause-and-effect, or similarity and difference.
Ø Develop new ideas in separate paragraphs.
Ø Provide details and examples to support ideas.
Ø Provide transitions to link paragraphs.
Ø Offer a concluding paragraph that summarizes important ideas and details.
Use transitions (however, therefore, one the other hand) and conjunctions (and, or, but) to connect ideas.
Use a variety of descriptive words, demonstrating awareness of impact on audience.
Use simple and compound sentences and begin using complex sentences.
To achieve clarity of meaning and to enhance flow and rhythm, correctly us prepositional phrases, appositives, main clauses, and subordinate clauses. / Write for different purposes and to a specific audience or person, adjusting tone and style as appropriate.
Write multi-paragraph compositions that:
Ø Engage the interest of the reader.
Ø State a clear purpose.
Ø Use common organizational structures for providing information in writing, such as chronological order, cause-and-effect, similarity and difference, and posing and answering a question.
Ø Develop the topic with supporting details and precise language.
Ø Provide transitions to link paragraphs.
Ø Conclude with a detailed summary linked to the purpose of the composition.
Create an organizational structure that is clearly sequenced and uses effective transitions between sentences and paragraphs to unify important ideas.
Use a variety of descriptive words to paint a visual image in the mind of the reader.
Make paragraph breaks when using dialogue.
Use simple, compound, and complex sentences.
To achieve clarity of meaning and to enhance flow and rhythm, use effective coordination and subordination of ideas— including both main ideas and supporting ideas in single sentences. / Write for different purposes and to a specific audience or person, adjusting style and tone as necessary to engage the interest of the reader.
Write multi-paragraph compositions— descriptions, explanations, comparison-and contrast papers, problem and solution essays— that:
Ø State the thesis or purpose.
Ø Explain the situation.
Ø Organize the composition clearly, following an organizational pattern appropriate to the type of composition— comparison and contrast; organization by categories; and arrangement by spatial order, order of importance, or climactic order.
Ø Provide evidence to support arguments and conclusions.
Support all statements and claims with anecdotes (first person accounts), descriptions, facts and statistics, and/or specific examples.
Use varied word choices to make writing interesting and more precise.
To achieve clarity of meaning, properly place modifiers (words or phrases that describe, limit, or qualify another word).
To convey a livelier effect, use the active voice rather than the passive voice.
Vary sentence beginnings by using infinitives (to understand, to learn) and participles (dreaming, chosen, grown).

WRITING

Conventions

CCG: Demonstrate knowledge of spelling, grammar, punctuation, capitalization, and penmanship across the subject areas.
5th / 6th / 7th
Spelling
Spell correctly:
Ø roots or bases of words,
Ø prefixes (understood / misunderstood, excused / unexcused),
Ø suffixes (final / finally, mean /mean-ness),
Ø contractions will not / won’t, it is / it’s, they would / they’d),
Ø syllable constructions (in-for-ma-tion, mol-e-cule), and
Ø words with more than one acceptable spelling (advisor / adviser). / Spell correctly frequently misspelled words (their/they’re/there, loose/lose/loss, choose/chose, through/threw, it’s/its). / Spell correctly derivatives (words that come from a common base or root word) by applying the spellings of bases and affixes (prefixes and suffixes).

WRITING

Conventions

CCG: Demonstrate knowledge of spelling, grammar, punctuation, capitalization, and penmanship across the subject areas.
5th / 6th / 7th
Grammar
Correctly use verbs that are often misused (lie/lay), sit/set, rise/raise).
Ensure that verbs agree with their subjects.
Correctly use modifiers (words or phrases that describe, limit, or qualify another word) and pronouns (he/his, she/her, they/their, it/its). / Correctly use:
Ø indefinite pronouns (all, another, both, each, either, few, many, none, one, other several, some),
Ø present perfect verb tense (have been, has been),
Ø past perfect verb tense
(had been), and
Ø future perfect verb tenses (shall have been).
Ensure that verbs agree with compound subjects. / Make clear references between pronouns and antecedents by placing the pronoun where it shows to what word it refers.
Correctly use all parts of speech (verbs, nouns, pronouns, adjectives, adverbs, prepositions, conjunctions, and interjections) and types and structures of sentences.
Demonstrate appropriate English usage.

WRITING

Conventions

CCG: Demonstrate knowledge of spelling, grammar, punctuation, capitalization, and penmanship across the subject areas.
5th / 6th / 7th
Punctuation
Correctly use:
Ø parentheses to explain something that is not considered of primary importance to the sentence,
Ø a colon to separate hours and minutes (10:30 a.m., 6:30 p.m.) and to introduce a list (collect the flowing items for the project: map, pictures, scissors, tape), and
Ø commas in direct quotations (He said, “I’d be happy to go.”).
Correctly place commas and periods inside quotation marks. / Correctly use:
Ø colons after the salutation (greeting) in business letters (Dear Sir:)
Ø semicolons to connect main clauses (Katy went to school; her brother stayed home.),
Ø commas before the conjunction in compound sentences (We worked all day, but we didn’t complete the project.), and
Ø semicolons and commas for transitions (The deadline is past; however, we can do it next year.). / Use a comma after a dependent clause that introduces a sentence.
Use appropriate internal punctuation, including commas, semicolons, and colons.
Place a question mark or exclamation point inside quotation marks when it punctuates the quotation, and outside when it punctuates the main sentence.

WRITING

Conventions

CCG: Demonstrate knowledge of spelling, grammar, punctuation, capitalization, and penmanship across the subject areas.
5th / 6th / 7th
Capitalization
Use correct capitalization. / Use correct capitalization. / Use correct capitalization.

WRITING

Conventions

CCG: Demonstrate knowledge of spelling, grammar, punctuation, capitalization, and penmanship across the subject areas.
5th / 6th / 7th
Handwriting
Write legibly in cursive or manuscript.
Read cursive fluently. / Write legibly. / Write legibly.

WRITING

Writing Modes

* Suggested word length: Fourth Grade, 250 words; Fifth Grade, 400 words; Sixth Grade, 400-700 words;

Seventh Grade, 400-700 words; Eighth Grade, 500-1,000 words; and CIM, 500-1,500 words.

WRITING

Writing Applications

CCG: Write narrative, expository, and persuasive texts, using a variety of written forms—including journals, essays, short stories, poems, research reports, research papers, business and technical writing—to express ideas appropriate to audience and purpose across the subject areas. )
5th / 6th / 7th
Narrative Writing
Write fictional narratives:
Ø Establish a plot, point of view, setting, conflict, and resolution.
Ø Show through description, rather than tell (summarize ) the events of the story. / Write fictional narratives:
Ø Establish and develop a plot and setting, and present a point of view that is suitable to the story.
Ø Include sensory details and clear language to develop plot and character.
Ø Use a range of narrative devices, such as dialogue or suspense. / Write fictional or autobiographical narratives:
Ø Develop a standard plot line, including a beginning, conflict, rising action, climax, and resolution.
Ø Develop a point of view.
Ø Develop complex major and minor characters and a definite setting.
Ø Use a range of appropriate strategies, such as dialogue; suspense; and the naming of specific narrative action, including movement, gestures, and expressions.

WRITING

Writing Applications

CCG: Write narrative, expository, and persuasive texts, using a variety of written forms—including journals, essays, short stories, poems, research reports, research papers, business and technical writing—to express ideas appropriate to audience and purpose across the subject areas.
5th / 6th / 7th
Expository Writing: Response to Literary Text (For general Expository Writing, see pgs. 9)
Write responses to literature:
Ø Demonstrate an understanding of the literary work.
Ø Support interpretations through references to the text and to prior knowledge.
Ø Develop interpretations that exhibit careful reading and understanding. / Write responses to literature:
Ø Develop interpretations that show careful reading, understanding, and insight.
Ø Organize the interpretations around several clear ideas.
Ø Develop and justify the interpretations through the use of examples and evidence from the text. / Write responses to literature:
Ø Develop interpretations exhibiting careful reading, understanding, and insight.
Ø Organize interpretations around several clear ideas, premises, or images from the literary work.
Ø Justify interpretations through use of sustained examples and textual evidence.

WRITING

Writing Applications

CCG: Write narrative, expository, and persuasive texts, using a variety of written forms—including journals, essays, short stories, poems, research reports, research papers, business and technical writing—to express ideas appropriate to audience and purpose across the subject areas.
5th / 6th / 7th
Expository Writing: Research Reports/Multi-Media Presentations
Write research reports about ideas, issues, or events:
Ø Frame questions that direct the investigation.
Ø Establish a main idea or topic.
Ø Use a variety of information sources, including firsthand interviews, reference materials, and electronic resources to locate information to support the topic.
Ø City references appropriately. / Write research reports:
Ø Pose relevant questions that are focused enough to be thoroughly answered in the report.
Ø Identify credible sources.
Ø Support the main idea or ideas with facts, details, examples, and explanations from multiple authoritative sources, such as speakers, newspapers and magazines, reference books, and online information searches.
Ø Include references used. / Write research reports:
Ø Pose relevant questions about the topic.
Ø Distinguish credible sources.
Ø Convey clear and accurate perspectives on the subject.
Ø Include evidence compiled through the formal research process, including use of the Reader’s Guide to Periodical Literature, a computer catalog, magazines, newspapers, dictionaries, and other reference books.
Ø Document sources.

WRITING

Writing Applications